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An analytical framework inspired by Giddens and Fraser examines critical pedagogies literature and a learning-action sequence developed over fifteen years. The study draws on qualitative experience from Polytechnic University of Madrid with communities in Ginaw Rails Nord (Dakar) and Las Sabinas (Madrid). Results challenge hegemonic knowledge construction and categorisation.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-socio-spatial-and-cognitive-justice-through-critical-pedagogies-article/618546/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-socio-spatial-and-cognitive-justice-through-critical-pedagogies-article/618546.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem motivates the article’s focus on critical pedagogies?","Question",{"text":111,"@type":112},"Large numbers of people are excluded from the right to the city, making it urgent to rethink learning actions that can support socio-spatial and cognitive justice.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What framework does the article use to analyze critical pedagogies?",{"text":116,"@type":112},"It proposes an analytical framework inspired by Giddens’ and Fraser’s theories to systematically analyze literature and a learning-action sequence developed over fifteen years.",{"name":118,"@type":109,"acceptedAnswer":119},"How do the findings describe transforming knowledge and education?",{"text":120,"@type":112},"They question hegemonic knowledge construction and prevailing categorisation, arguing that transforming structures requires challenging power relations, engaging equitable learning-action communities, and reworking dominant discourses through emancipatory pedagogy.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},618546,1792448929,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":26},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Article  \n\n| |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n|  | |  | | | | | |\n\nPromoting socio-spatial and cognitive justice through critical pedagogies  \nPlanning Theory  \n2024, Vol. 23(4) 300–323  \n© The Author(s) 2023  \nArticle reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n[DOI: 10.1177/14730952231214277](DOI: 10.1177/14730952231214277)[ ](DOI: 10.1177/14730952231214277)[journals.sagepub.com/home/plt](journals.sagepub.com/home/plt)  \nEva ´Alvarez de Andrs􀀁  \nDepartamento de Urban´ıstica y Ordenación del Territorio, Universidad Politcnica de Madrid, Madrid, Spain  \nAbstract  \nThousands of people are currently being excluded from the right to the city, which makes urgent a reflection on how to articulate innovative and critical learning actions to promote socio-spatial and cognitive justice in the emerging context. An analytical framework inspired in Giddens’ and Fraser’s theories, is proposed for a systematic analysis of the literature on critical pedagogies, and for studying an articulated sequence of learning-action experiences happened over fifteen years. The analysis is supported by qualitative information harvested from the experience of the Polytechnic University of Madrid with the communities in Ginaw Rails Nord (Dakar, Senegal) and Las Sabinas (Madrid, Spain).The results critically question the hegemonic construction of knowledge and the predominant ways of categorisation, crossing the abyssal lines between the Global North and the Global South, showing that (1) transforming structures involves challenging power relations within and outside the educational structure, and engaging in plural and equitable learning-action communities from which dominant policies, practices, and discourses may be challenged; (2) practices and policies may be transformed through collective experimentation processes that contribute to the co-production of both the city and knowledge, and (3) transforming the discourses of dominant power requires questioning acquired knowledge and the way it is produced, assuming the commitment and responsibility for constructing and disseminating an emancipatory pedagogy through the ecologies of knowledge.  \nCorresponding author:  \nEva ´Alvarez de Andrs, Departamento de Urban´ısticay Ordenación del Territorio, Universidad Politcnica de Madrid, Av. de Juan de Herrera, 4, Madrid 28040, Spain.  \nEmail: [eva.alvarez@upm.es](eva.alvarez@upm.es)  \nThis article is part of the Special Issue “Coproducing the Just City: Interrogating the Civil Society/Academy Interface” curated and edited by Barbara Lipietz and Agnès Deboulet.  \nKeywords  \nUrban justice, Right to the city, Co-production, Emancipatory pedagogies, Activist academy  \nIntroduction  \nThirty years of hegemonic neoliberalism have only increased inequalities and exclusion (World Bank, 2016) . The global logic of the market, rooted in local contexts through specific policies, has left millions of families homeless worldwide (Rolnik, 2018 ; A´lvarez et al. , 2019) . In this context, a new wave ofpro-democracy movements has emerged, appealing to the construction of a we, the 99% of people, as a political subject mobilised against “an alliance of political and economic elites that abuse their power for self-interest and against the direct interest of the people” (Flesher Fominaya, 2017:14) .  \nThis global movement concretises its struggle in the local urban space, understood asthe space in which politics can be affected (Marcuse et al., 2009), and joins a claim that has been made for decades for a paradigm shift in the way cities are understood and produced (Lefebvre, 1969; Marcuse et al., 2009; Harvey, 2012; Rolnik, 2018), a struggle that renews the debates on socio-spatial justice and the right to the city (Fainstein, 2010; Harvey, 2012; Purcell, 2013; Belda et al., 2016) .  \nIn this context, it is urgent to reflect on what the role of universities should be in these transformation processes","cbCaif6ckXz63Apr","https://ap.wps.com/l/cbCaif6ckXz63Apr","pdf",1363200,24,"English","# Introduction\n## University roles in urban transformation\n## Neoliberal pressures on education and knowledge","[{\"question\":\"What problem motivates the article’s focus on critical pedagogies?\",\"answer\":\"Large numbers of people are excluded from the right to the city, making it urgent to rethink learning actions that can support socio-spatial and cognitive justice.\"},{\"question\":\"What framework does the article use to analyze critical pedagogies?\",\"answer\":\"It proposes an analytical framework inspired by Giddens’ and Fraser’s theories to systematically analyze literature and a learning-action sequence developed over fifteen years.\"},{\"question\":\"How do the findings describe transforming knowledge and education?\",\"answer\":\"They question hegemonic knowledge construction and prevailing categorisation, arguing that transforming structures requires challenging power relations, engaging equitable learning-action communities, and reworking dominant discourses through emancipatory pedagogy.\"}]","Promoting socio-spatial and cognitive justice through critical pedagogies - Article | PDF"]